It is generally assumed that the classroom teacher, through verbalization and behavioral cues, communicates to students his expectations for learning behavior in his classroom. An investigation was conducted to analyze the hypothesis that students perceive their teachers' expectations idiosyncratically. In the first study the Watson Analysis Schedule (WAS) was administered to 22 students from a 10th grade world history class toward the end of the school year. Pearson product-moment correlation coefficients were calculated between students across the 213 items of the WAS. The mean correlation was .204. A second study involving 26 students from another 10th grade world history class replicated the first. The mean correlation coefficient between students was .254. The results support the hypothesis since in the two groups one could expect about 4 percent and 6 percent overlap between two students' perceptions of specific classroom expectations. It would seem, then, that if goals are to be effectively attained, greater effort is necessary on the part of the teacher to communicate specific role expectations for the group goals or that learning procedures and goals need to be individualized to the extent that they can become consistent with individual role expectations. (JS)